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Spring Quarter 2015
Course Syllabus
Course Description
This course explores the relationship of people to their environment -- how it affects their health and
physical well-being, and what they can do to protect and enhance their health, and to influence the quality
of the environment. The course is a survey course intended to give students a basic understanding of
how environmental factors impact the health of people and the community, and of the efforts made to
prevent or minimize the effects of negative impacts. The course is designed to acquaint the student with
the scientific and technical foundations of the field, and examines both the practice of environmental
health and the problems which are addressed by the practitioners in this career discipline. Emphasis is on
providing a general understanding of how environmental factors are involved in the transmission of
communicable diseases and on some of the health hazards resulting from exposure to chemical and
physical materials in our environment.
Course Meeting Times and Location
8:30 - 9:20 a.m.
Monday, Wednesday & Friday
Room T-435 Health Sciences Center
Course Instructors
Charles D. (Chuck) Treser, Senior Lecturer in Environmental Health
Department of Environmental & Occupational Health Sciences
Office: F-561A, Health Sciences Center
Phone: 206-616-2097
E-Mail: mailto:[email protected]
Office Hours: 9:30 - 11:30 p.m. and 1:30 - 3:30 Daily; Other times by appointment.
Julie Weicheld, Graduate Teaching Assistant
Department of Environmental & Occupational Health Sciences
Office: E-179F, Health Sciences Center
Phone: (206) 616-4086 -- during office hours only
E-mail: [email protected]
Office Hours: 9:00 a.m. - Noon on Tuesdays and Thursdays; other times by appointment.
Julie Walker, Graduate Teaching Assistant
Department of Environmental & Occupational Health Sciences
Office: E-179F, Health Sciences Center
Phone: (206) 616-4086 -- during office hours only
E-mail: [email protected]
Office Hours: 9:30 a.m. - 12:30 p.m. on Mondays and Wednesdays; other times by appointment.
ENV H 311: Introduction to Environmental Health
Course Syllabus
Spring Quarter 2015
Page 2 of 5
Learning Objectives
It is intended that at the completion of this course, each student should be able to:
1. Describe, and document by case example, ways in which environmental factors in community,
occupational and residential settings impact health;
2. Explain the pertinent scientific principles associated with the major environmental health program
areas;
3. Explain, and be able to illustrate with examples, how factors, such as community perceptions, public
health law, traditions, socioeconomic conditions, politics and interpersonal communications, may
influence the practice of environmental health;
4. Describe the benefits and limitations of the various methodologies (such as regulation, education,
impact statements and public funding) through which society attempts to minimize negative
environmental health impacts;
5. Explain the theoretical framework which guides environmental health practitioners and differentiates
them from other environmental and health professionals;
6. List the major agencies and organizations involved in environmental health protection and explain
their basic responsibilities, programs and problems; and,
7. Analyze at least one environmental health program in the Puget Sound area for its theoretical and
legal base, its organization and management, and its interaction with and impact on the community
and other agencies.
Course Requirements
1. Participation: Students are expected to come to class having read the reading assignment for the
day. Questions and comments on the subject matter are encouraged.
2.
Examinations: There will be two progress assessment test; one at approximately the halfway
mark and the other at the end of the class lectures. The tests will be cumulative only in the sense that the
basic principles and concepts learned in the early portions of the course are applicable to the problems
examined in the later portions.
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Progress Assessment Test #1: Friday, 1 May 2015
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Progress Assessment Test #2: Friday, 5 June 2015
3. Course Project: During the third week of the course, the class will be divided into groups which will
analyze an environmental health issue or problem, assigned by the instructors, that is currently topical
and/or controversial. Each group will be responsible for preparing a poster to be presented to the entire
class on Tuesday, 9 June. The poster presentation should:
a. present a description of the problem -- its size, scope and affected population(s); stressing the
available information or data that best supports the group’s position with regard to the public
health significance of the problem or issue and its relationship to, or impact on, members of the
community;
b. discuss the etiologic or causative factors involved with this particular problem, including the
agent(s), mechanism(s) of injury or health impact, and the transmission pathway(s);
c. discuss the prevention or control strategies and programs -- including the statutory basis for
government regulation or intervention in this area and the major agency or agencies (if any)
responsible for dealing with the problem and describe the activities, procedures, etc. employed or
under discussion by the agencies; and,
ENV H 311: Introduction to Environmental Health
Course Syllabus
Spring Quarter 2015
Page 3 of 5
d. present the group’s conclusions and recommendations including an assessment of how well the
agency is (or agencies are) dealing with the problem and your reactions/observations concerning
the relevancy of the agency program/activities to community needs.
The project is to be based on information gathered by the group from: the periodic literature; government,
NGO and other websites; and, the popular press. A visit to a federal, state or local government agency
(or attendance of a city or county council meeting, a regional planning council meeting, or a public
hearing), dealing with your environmental health program or issue would also be helpful and encouraged,
but is not required.
Each group should meet with one of the instructors at least once to discuss their selection of a topic and
to insure that each of the members of the group have sufficient background information with regard to the
topic to be able to make the necessary observations and ask intelligent questions during a field visit. This
meeting should be made no later than the fifth week of the quarter.
The final report will consist of a “poster” presentation and accompanying written report. The posters will
be presented to the class during the last week of the quarter. In order to reduce wastes, conserve
resources and save the students money, the “poster” presentation will consist of a single PowerPoint
slide (using the template provided on the course website) and submitted electronically to the instructor by
noon on Monday, December 9th and include the following:
• the project title;
• the names of each of the group members;
• the date;
• a statement of the problem or issue being investigated;
• a discussion of the legal, political and social issues affecting the problem;
• identification of the major government agencies, private sector and non-governmental
organizations or citizens groups involved; and, the results found and conclusions drawn by the
group.
Each group should download the PowerPoint template available online for use in constructing their
“poster”.
In addition to the above elements of the poster, the written report should include information on any field
visits, any desired additional information or discussion, and a bibliography of the literature cited. (A word
of caution with regard to the bibliography. While the internet is a tremendous resource for obtaining
information, it is neither comprehensive nor necessarily authoritative. There is a lot of misinformation on
the net -- be sure to use only credible sites and even then read the material critically. And remember, the
library is not obsolete! Not all the journals you may need are available online [or free] and there may be
important background materials and insights in books.)
Note: A single grade will be assigned to each group. However, the grade for each member of the group
will be adjusted based on a peer evaluation performed by each member of the group. It is critically
important to your grade that everyone complete the peer evaluation form -- failure to do so will negatively
affect your grade in the course as your final grade for the project will be adjusted according to the grades
submitted by your peers. A major purpose of the group project is for each member of the class to gain
experience working together as a group to solve a current issue or problem. This is a skill which has
become increasingly important in both private and public agencies and organizations. Additional details
are contained on the “Projects” page of this web site.
4. Extra Credit Points: There are several opportunities for students to earn extra credit points.
a. Office Visit: Recognizing that the TA’s office can be difficult to find, we will award 5 extra credit points
to any student who comes down to E-179 to talk with one of the TAs (during their office hours, or at a
scheduled appointment) BEFORE the mid-term examination. Students can also earn these points by
visiting Chuck in his office (F-561A) before the midterm. However, you can only earn the points once -you can not get duplicate points by visiting the instructor and the TAs.
ENV H 311: Introduction to Environmental Health
Course Syllabus
Spring Quarter 2015
Page 4 of 5
b. Exercise #1: To encourage prompt attendance and to get you started thinking about the topic for the
day's lecture, after the first lecture the course title slide (not the lesson title slide) shown before the start of
each lecture session will depict a scene from Ireland, taken by Chuck on one of his trips over there. Up to
10 extra credit points will be awarded to students who correctly identify these pictures using their
"Clickers".
c. Related Articles and Seminars: Beginning after the mid-term exam, we will award up to 2 points/article
or seminar (to a maximum of 20 points) to students who read an article or attends a relevant seminar and
submits a one page summary (double spaced) of the article and a brief explanation of how it relates to the
course. This opportunity includes:
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•
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The weekly DEOHS seminar.;
Some Program on the Environment (PoE) seminars; (PoE provides a weekly listing of
environmental related seminars on campus, however, be aware that not all of these are relevant
to Environmental Health.)
Certain journal articles related to Environmental Health; and,
Some of the optional readings. (The schedule posted on the course website lists an optional
supplementary reading for each week. Some of these are links to website run by government
agencies, non-governmental organizations (NGOs), etc.; the articles count, but the web sites do
NOT count as an extra credit option.)
d. Other: There may be additional extra credit opportunities made available during the quarter.
Course Materials
Clicker: Each student should have a "Clicker" a audience response device used widely on the UW
campus that permits students to become more actively engaged in the class sessionls. Most students
already have such a device from other courses which they can use. If a student does not already own a
Clicker they can be purchased from the University Bookstore. For use in this class set the Clicker
channel to 60.
Textbook: Nadakavukaren, Anne, Our Global Environment: A Health Perspective, 7th Ed., Waveland
Press, Prospect Heights, Illinois, 2011. (The textbook is available at the South Campus Center branch of
the University Bookstore.)
Required Readings: The materials in the above textbook will be supplemented by a series of readings.
These readings are designed to enrich your learning experience by providing increased depth in a topic
or by presenting a sample or case that illustrates the principles covered in the text and lectures. All of
these readings available as PDF files that can be read or downloaded to your computer by following the
links on the course schedule. In a few cases, the linked optional readings will take you to a web site that
contains additional information.
Optional Readings: Your syllabus also lists a number of journal articles, reports and other materials that
expand upon or illuminate specific aspects of the topics covered in this course. Most of these are also
available on-line. In some cases, the suggested readings may be links to a government or other web site.
These links also provide you with additional information on the topic of the lesson, and provide you with
an opportunity to explore the type and scope of information available from these various sources.
Also there are a number of journals related to environmental health currently available. People wishing to
stay abreast of this fast changing field should at least scan the journals most related to their interests
every month. Some of the best of them (or at least the ones most directly related to this course) are in the
Department of Environmental Health Library (F-459) and include:
• Journal of Environmental Health;
• American Journal of Public Health
• Emerging Infectious Disease Journal;
• Environment; and
• EPA Journal.
ENV H 311: Introduction to Environmental Health
Course Syllabus
Spring Quarter 2015
Page 5 of 5
In addition there are a number of general textbooks in ecology, environmental engineering and
environmental health which are recommended for students desiring to obtain greater technical
information in the practice of environmental health.
a. Bernarde, Melvin, Our Precarious Habitat: Fifteen Years Later, John Wiley & Sons, New York,
1989. [seriously dated but still interesting textbook, written from a different perspective than
Nadakavukaren’s book.]
b. Frumkin, H. Environmental Health: From Global to Local, Jossey-Bass, San Franciscio, 2012. [An
excellent text.]
c. Blumenthal DS [Ed.] Introduction to Environmental Health, Springer Publishing Co., New York,
1985. [This book gives good coverage of certain problems like toxic substances and occupational
hazards but is very sketchy on the traditional areas like food and water.]
d. Moeller DW. Environmental Health, 3rd Edition, Harvard University Press, Cambridge, 2005.
e. Moore GS. Living with the Earth: Concepts in Environmental Health Science, Lewis Publishers,
New York, 1999.
f. Salvato JA. Environmental Engineering and Sanitation [6th Ed.], John Wiley & Sons. 2009. [This
has been the best, up-to-date, comprehensive environmental health textbook available, however,
it is expensive, technical and somewhat tedious to read, and it has now been split into three
books.]
Course Policies
1. Written Assignments: All written assignments, including the group paper must be typewritten.
Your report will be graded on the substance of your report and on the effectiveness of its organization and
presentation. Groups should see me or one of the TAs if they need help with making their PowerPoint
slide, including graphics.
2. Tests: There will be no make-up examinations unless approved by the instructor in advance. If a
test is missed because of an unexcused absence, it will not be rescheduled.
3. Grading: Your final grade will be the average of the two course exams, your course project and any
extra credit points.
4. Disability Accommodations: The University is committed to ensuring facility and program access
to students with either permanent or temporary disabilities through a variety of services and equipment.
The Disability Resources for Students Office (DRS) coordinates academic accommodations for enrolled
students with documented disabilities. Accommodations are determined on a case-by-case basis and
may include classroom relocation, sign language interpreters, recorded course materials, note taking, and
priority registration. DRS also provides needs assessment, mediation, referrals, and advocacy as
necessary and appropriate. Requests for accommodations or services must be arranged in advance and
require documentation of the disability, verifying the need for such accommodation or service. If you
would like to request academic accommodations due to a disability, please contact Disabled Student
Services, 448 Schmitz, Box 355839, (206) 543-8924, (TTY) 543-8925, [email protected]. If you
have a letter from Disabled Student Services indicating you have a disability that requires academic
accommodations, please present the letter to me so we can discuss the accommodations you might need
for class.